SEKOLAH MENENGAH KEBANGSAAN

PUTRA PERDANA
JALAN PUTRA PERDANA 3A, TAMAN PUTRA
PERDANA, 47130 SELANGOR
ADDITIONAL MATHEMATICS PROJECT
WORK 2014
TITLE : CALCULUS IN OUR LIFE
NAME : MUHD SYAHRIL
SHAHIRAN BIN ROZALI
FORM : 5 SCIENCE 2
I/C NUMBER : !05"1#12#51
TEACHER : ENCIK FAIZAL


C$%&'%&(
CONTENTS PAGES
Appreciation
Objective
Preface
Introduction
Part 1
Part 2
Part 3
Further Exploration
Conclusion
Reflection
APPRECIATION
! na"e is uhd #!ahril #hahiran $in Ro%ali& I a" than'ful that this
Additional athe"atics Project can be done just in ti"e& For this( I )ould li'e
to sei%e the opportunit! to express "! sincere *ratitude for those )ho had been
helpin* "e durin* "! )or'&
First and fore"ost( I )ould li'e to sa! a bi* than' !ou to "! Additional
athe"atics sir( Fai%al for *ivin* "e infor"ation about "! project )or'& On the
other hand( I )ould also li'e to than' "! dear principle( Puan +u"ijah Poni"in for
*ivin* "e the per"ission to carr! out this project&
Also( I )ould li'e to than' "! parents& +he! had brou*ht "e the thin*s that I
needed durin* the project )or' )as *oin* on& ,ot onl! that( the! also provided "e
)ith the nice su**estion on "! project )or' so that I had not "eet the dead and
throu*hout this project&
In addition( I )ould li'e to than' to "! last !ear senior for *ivin* support and
advices to "e )hile I-" stru**lin* tr!in* to 'eep focus on co"pletin* this project&
.astl!( I )ould li'e to sa! than' !ou to "! friends and the "odern access in
our dail! life& All of "! relevant infor"ation co"e fro" "! friends and the
internet& I "ana*ed to use all these access in our dail! life( such as/ co"puter to
finish "! Additional athe"atics&
OBJECTIVE
We studets t!"#$ Add#t#%!& M!t'e(!t#)s !*e *e+u#*ed t% )!**,
%ut ! -*%.e)t /%*" /'#&e /e !*e # 0%*( 12 T'#s ,e!* t'e Cu**#)u&u(
De3e&%-(et D#3#s#%, M##st*, %0 Edu)!t#% '!s -*e-!*ed 0%u*
t!s" 0%* us2 We !*e t% )'%%se !d )%(-&ete ONE t!s" 4!sed % %u*
!*e! %0 #te*est2 T'#s -*%.e)t )! 4e d%e # $*%u-s %* #d#3#du!&&,,
4ut e!)' %0 us !*e e5-e)ted t% su4(#t ! #d#3#du!&&, /*#tte
*e-%*t2 U-% )%(-&et#% %0 t'e Add#t#%!& M!t'e(!t#)s -*%.e)t
/%*", /e !*e t% $!# 3!&u!4&e !d e5-e*#e)es !d !4&e t% 6
A--&, !d !d!-t ! 3!*#et, %0 -*%4&e( s%&3#$ st*!te$#es t%
s%&3e *%ut#e !d %7*%ut#e -*%4&e(s2
E5-e*#e)e )&!ss*%%( e3#*%(ets /'#)' !*e )'!&&e$#$,
#te*est#$ !d (e!#$0u& !d 'e)e #(-*%3e t'e#* t'#"#$
s"#&&s2
E5-e*#e)e )&!ss*%%( e3#*%(ets /'e*e "%/&ed$e !d
s"#&&s !*e !--&#ed # (e!#$0u& /!,s # s%&3#$ *e!&7&#0e
-*%4&e(s
E5-e*#e)e )&!ss*%%( e3#*%(ets /'e*e e5-*ess#$ %es
(!t'e(!t#)!& t'#"#$, *e!s%#$ !d )%((u#)!t#% !*e
'#$'&, e)%u*!$ed !d e5-e)ted
A)+u#*e e8e)t#3e (!t'e(!t#)!& )%((u#)!t#% t'*%u$' %*!&
!d /*#t#$, !d t% use t'e &!$u!$e %0 (!t'e(!t#)s t%
e5-*ess (!t'e(!t#)!& #de!s )%**e)t&, !d -*e)#se&,
E'!)e !)+u#s#t#% %0 (!t'e(!t#)!& "%/&ed$e !d s"#&&s
t'*%u$' -*%4&e(7s%&3#$ # /!,s t'!t #)*e!se #te*est !d
)%9de)e
P*e-!*e %u*se&3es 0%* t'e de(!d %0 %u* 0utu*e ude*t!"#$s
!d # /%*"-&!)e
Re!&#se t'!t (!t'e(!t#)s #s ! #(-%*t!t !d -%/e*0u& t%%&
# s%&3#$ *e!&7&#0e -*%4&e(s !d 'e)e de3e&%- -%s#t#3e
!tt#tude t%/!*ds (!t'e(!t#)s2
T*!# %u*se&3es %t %&, t% 4e #de-edet &e!*e*s 4ut !&s%
t% )%&&!4%*!te, t% )%%-e*!te, !d t% s'!*e "%/&ed$e # !
e$!$#$ !d 'e!&t', e3#*%(et
T*!# %u*se&3es t% !--*e)#!te t'e #t*#s#) 3!&ues %0
(!t'e(!t#)s !d t% 4e)%(e (%*e )*e!t#3e !d #%3!t#3e
Re!&#:e t'e #(-%*t!)e !d t'e 4e!ut, %0 (!t'e(!t#)s
PRE;ACE
+his project is prepared b! the students of class 0 122134 and it is based on
the Additional athe"atics textboo's( internet search and reference boo's&
Additional athe"atics is an effective subject in secondar! school& Each
student )ho ta'es this subject has to carr! out a project )or' on the *iven tas's&
+he project )or' for the !ear 2213 is about calculus&
+he ai" of doin* this project is to i"prove the s'ills in usin* athe"atics
for students& 5or'in* on this also *ives a chance for students to appl! their s'ills on
)hat the! had learnt to solve an assi*ned project& +herefore( ever! student stand a
chance to i"prove their thin'in* s'ills( usa*e of lan*ua*es and *ra""ar as )ell as
athe"atics s'ills throu*hout the project&
After doin* this project( the student )ill be able to "aster and understand
"ore on the applications of Additional athe"atics that the! learnt in their school
s!llabus& +he student can also learnt so"e values durin* the co"pletion of the
project such as to learn ho) to )or' to*ether or to be cooperative( i"provin* their
co""unication s'ills( responsibilit! and also not to *ive up easil! on the tas' *iven&


INTRODUCTION
HISTORY OF CALCULUS
Calculus( historicall! 'no)n as infinitesimal calculus( is
a "athe"atical discipline focused on li"its( functions( derivatives( inte*rals(
and infinite series& Ideas leadin* up to the notions of function( derivative(
and inte*ral )ere developed throu*hout the 16th centur!( but the decisive step )as
"ade b! Isaac ,e)ton and 7ottfried .eibni%.
+he discover! of calculus is often attributed to t)o "en( Isaac ,e)ton and
7ottfried .eibni%( )ho independentl! developed its foundations& Althou*h the!
both )ere instru"ental in its creation( the! thou*ht of the funda"ental concepts in
ver! different )a!s& 5hile ,e)ton considered variables chan*in* )ith ti"e(
.eibni% thou*ht of the variables x and ! as ran*in* over se8uences of infinitel!
close values& 9e introduced dx and d! as differences bet)een successive values of
these se8uences& .eibni% 'ne) that d!:dx *ives the tan*ent but he did not use it as a
definin* propert!& On the other hand( ,e)ton used 8uantities x; and !;( )hich )ere
finite velocities( to co"pute the tan*ent& Of course neither .eibni% nor ,e)ton
thou*ht in ter"s of functions( but both al)a!s thou*ht in ter"s of *raphs& For
,e)ton the calculus )as *eo"etrical )hile .eibni% too' it to)ards anal!sis&
It is interestin* to note that .eibni% )as ver! conscious of the i"portance of
*ood notation and put a lot of thou*ht into the s!"bols he used& ,e)ton( on the
other hand( )rote "ore for hi"self than an!one else& Conse8uentl!( he tended to
use )hatever notation he thou*ht of on that da!& +his turned out to be i"portant in
later develop"ents& .eibni%;s notation )as better suited to *enerali%in* calculus to
"ultiple variables and in addition it hi*hli*hted the operator aspect of the derivative
and inte*ral& As a result( "uch of the notation that is used in Calculus toda! is due
to .eibni%&
+he develop"ent of Calculus can rou*hl! be described alon*
a ti"eline )hich *oes throu*h three periods/ Anticipation( <evelop"ent( and
Ri*ori%ation& In the Anticipation sta*e techni8ues )ere bein* used b!
"athe"aticians that involved infinite processes to find areas under curves or
"axi"i%e certain 8uantities& In the <evelop"ent sta*e ,e)ton and .eibni% created
the foundations of Calculus and brou*ht all of these techni8ues to*ether under the
u"brella of the derivative and inte*ral& 9o)ever( their "ethods )ere not al)a!s
lo*icall! sound( and it too' "athe"aticians a lon* ti"e durin* the Ri*ori%ation
sta*e to justif! the" and put Calculus on a sound "athe"atical foundation&
In their develop"ent of the calculus both ,e)ton and .eibni% used
=infinitesi"als=( 8uantities that are infinitel! s"all and !et non%ero& Of course( such
infinitesi"als do not reall! exist( but ,e)ton and .eibni% found it convenient to use
these 8uantities in their co"putations and their derivations of results& Althou*h one
could not ar*ue )ith the success of calculus( this concept of infinitesi"als bothered
"athe"aticians& .ord $ishop $er'ele! "ade serious criticis"s of the calculus
referrin* to infinitesi"als as =the *hosts of departed 8uantities=&
$er'ele!;s criticis"s )ere )ell founded and i"portant in that the! focused the
attention of "athe"aticians on a lo*ical clarification of the calculus& It )as to be
over 122 !ears( ho)ever( before Calculus )as to be "ade ri*orous&
>lti"atel!( Cauch!( 5eierstrass( and Rie"ann refor"ulated Calculus in ter"s of
li"its rather than infinitesi"als& +hus the need for these infinitel! s"all 1and
nonexistent4 8uantities )as re"oved( and replaced b! a notion of 8uantities bein*
=close= to others& +he derivative and the inte*ral )ere both refor"ulated in ter"s of
li"its& 5hile it "a! see" li'e a lot of )or' to create ri*orous justifications of
co"putations that see"ed to )or' fine in the first place( this is an i"portant
develop"ent& $! puttin* Calculus on a lo*ical footin*( "athe"aticians )ere better
able to understand and extend its results( as )ell as to co"e to ter"s )ith so"e of
the "ore subtle aspects of the theor!&
5hen )e first stud! Calculus )e often learn its concepts in an order that is
so"e)hat bac')ards to its develop"ent& 5e )ish to ta'e advanta*e of the
hundreds of !ears of thou*ht that have *one into it& As a result( )e often be*in b!
learnin* about li"its& After)ard )e define the derivative and inte*ral developed b!
,e)ton and .eibni%& $ut unli'e ,e)ton and .eibni% )e define the" in the "odern
)a! ? in ter"s of li"its& After)ard )e see ho) the derivative and inte*ral can be
used to solve "an! of the proble"s that precipitated the develop"ent of Calculus&
9ere is Archimedes dia!ram
Archi"edes used the "ethod of exhaustion to co"pute the area inside a circle
9ere is "arr#$s differential trian!le
P)*& 1
J$+% W),,-( .M)&+'/)&-0-)%1
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)u*3e , > 0<5= )! 4e /*#tte !s , > !5
?
@),It )! 4e see
t'!t t'e )u*3e , > 0<5= )uts t'e ,7!5#s !t t'e -%#t
<0,4=2Su4st#tute <0,4= #t% , > !5
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@),!d ,%u /#&& $et , >
!5
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@42
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A(
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4
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1 >
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, > 0<5= #s %/ /*#tte !s ,>020C?1<5
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S%, 0<5= > @4
.21.-1

W'e D > 0, ;<0= > @ 4
;<0= > 4
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021 1 121 ? ?21
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1
B> 0<5=
B> @ 4
0<5= > @ 4
D
B
W'e D > 0,;<021= > @ 4
> 42011C
W'e D > 1,;<1= > @ 4
> 420C?1
W'e D > 135,;<121= > 42140C
W'e D > 2, ;<?= > 42?1
W'e D > 235 , ;<?21= > 423E0C
W'e D > ",;<3= > 421C?1
W'e D > "35 , ;<321= > 427C1C
A*e! %0 t'e 9*st st*#- > 4( 5 021(
> ?(F
A*e! %0 t'e se)%d st*#- > 42011C( 5 021(
> ?2007A (F
A*e! %0 t'e t'#*d st*#- > 420C?1( 5 021(
> ?20313 (F
A*e! %0 t'e 0%u*t' st*#- > 42140C( 5 021(
> ?20703 (F
A*e! %0 t'e 90t' st*#- > 42?1( 5 021(
> ?21?1 (F
A*e! %0 t'e s#5t' st*#- > 423E0C( 5 021(
> ?21E13 (F
A*e! %0 t'e se3et' st*#- > 421C?1( 5 021(
> ?2?A13 (F
A*e! %0 t'e e#$'t st*#- > 427C1C( 5 021(
> ?23A?A (F
T%t!& A*e! > 1720E3A (F
".21.--1
B

A*e! %0 t'e 9*st st*#- > 42011C( 5 021(
> ?2007A (F
A*e! %0 t'e se)%d st*#- > 420C?1( 5 021(
> ?20313 (F
A*e! %0 t'e t'#*d st*#- > 42140C( 5 021(
> ?20703 ( F
A*e! %0 t'e 0%*t' st*#- > 42?1( 5 021(
> ?21?1 ( F
A*e! %0 t'e 90t' st*#- > 423E0C( 5 021(
> ?21E13 ( F
A*e! %0 t'e s#5t' st*#- > 421C?1( 5 021(
> ?2?A13 ( F
A*e! %0 t'e se3et' st*#- > 427C1C( 5 021(
> ?23A?A (F
A*e! %0 t'e e#$'t' st*#- > 1( 5 021( > ?21 (F
".21.---1
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021 1 121 ? ?21
3 321 4

1
B> 0<5=
B> @ 4
0<5= > @ 4
T%t!& !*e!
> 1721E3A
(F
D
B
4


A*e! %0 t'e 9*st !d se)%d st*#-s > 42011C( 5 1(
> 42011C (F
A*e! %0 t'e t'#*d !d 0%u*t' st*#-s > 42140C( 5 1(
> 42140C (F
A*e! %0 t'e 90t' !d s#5t' st*#-s > 423E0C( 5 1(
> 423E0C (F
A*e! %0 t'e se3et' !d e#$'t' st*#-s > 427C1C( 5 1(
> 427C1C ( F
<C= <#= T'e !*e! %0 t'e )u*3e us#$ #te$*!t#%2
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021 1 121 ? ?21
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1
B> 0<5=
B> @ 4
0<5= > @ 4
T%t!& !*e!
> 1721E3A
(F
D
4
A*e! >
>
>
> 7
>17 (
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<##= T'e d#!$*!( 3<###= $#3es t'e 4est !--*%5#(!te
!*e!,/'#)' #s 17231?4 (
?
2
<###= We )! #(-*%3e t'e 3!&ue # )<##= 4, '!3#$ (%*e
st*#-s 0*%( D > 0 t% D > 4
<d= , > @4
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> 1C<,74=
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> 1C,7C4
V%&u(e >
>
> > A
(
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;u*t'e* E5-&%*!t#%
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W'e 5 > 02?, , > 12? 71<02?=
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B > 1
B > 12?715
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B
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> <12?715
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=
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> 1244@?1D
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> 7 H 7
> H 7
> 02111? I 024
>023C1E1 )(
G%&d des#t, #s 1E23 $ )(
732


Let " 4e t'e /e#$'t %0 t'e $%&d # $ 023C1E1
)(JKKK "$
D
0<5= > 12?715F
&et 0<5= > ,
02 702?
<02?,
1=
B>
1
S%, " >
C2EA4E
;#!&&,,<t'e -*#)e %0 1 $ %0 $%&d= 5 C2EA4E
>t'e )%se %0 t'e $%&d *#$
CONCLUSION

After doin* research( ans)erin* 8uestions( dra)in* *raphs and so"e proble"
solvin*( I sa) that the usa*e of calculus is i"portant in dail! life&It is not just )idel!
used in science( econo"ics but also inen*ineerin*& Inconclusion( calculus is a dail!
life nessecities& 5ithout it( "arvelous buildin*s cant be built( hu"an bein*s )ill not lead a
luxurious life and"an! "ore& #o( )e should be than'ful of the people )ho contribute
in the idea of calculus&
REFLECTION
After spendin* countless hours( da!s and ni*ht to finish this project in this "id !ear holida!( there
are several thin*s that I can sa! /
Additional athe"atics&&&
Fro" the da! I born&&&
Fro" the da! I )as able to holdin* pencil&&&
Fro" the da! I start learnin*&&&
And&&&
Fro" the da! I heard !our na"e&&&
I al)a!s thou*ht that !ou )ill be "! *reatest
obs t acl e and r i val i n excel l i n* i n "! l i f eB
$ut after countless of hours&&&
Countless of da!s&&&
Countless of ni*hts&&&
After sacrificin* "! precious ti"e just for !ou&&&
#acrificin* "! +)itter&&&
#acrificin* "! Internet&&&
#acrificin* "! C?<ra"a&&&
#acrificin* "! social "edia&&&
I reali%ed so"ethin* reall! i"portant in !ou&&&
I reall! love !ou&&&
Dou are "! real friend&&&
Dou "! partner&&&
Dou are "! soul "ateB
I LO%E YOU A&&ITIONAL 'ATHE'ATICS(